Mapmaking 2.3: MS & Upper Elementary

 Hi all,

Another good week in the world of mapmaking and drafting (which is related to mapmaking, under the title of “planning”).

In the MS class, we reviewed/practiced a few more orthographic projections (these were a step up in difficulty from the previous pictures) and isometric drawings. The drawings we’ve been doing are more in the “engineering” realm of technical drawing. Today we crossed over into the architecture arena for our final project. I handed out a sheet that gave instructions on what our final project would be: A Vacation House. There are quite a few specifications, which are meant to keep the project relatively simple (no McMansions) so the kids can focus on accurate spacing (rather than furnishing the house creatively). They kids also received a packet of architectural symbols. Their homework for the next class is to draw a draft of their house’s floor plan (on plain paper), which should include measurements. When we meet next, they’ll be able to transfer their draft onto the ortho paper and scale it correctly so we can use the floor plan to draw different views of the home. Please make sure they actually pull out a measuring tape and figure out how wide their hallways and closets should be etc. I reminded them to do this twice. Also, please have them bring a ruler to class next time. I’ll send a reminder about this (I hope).

In the UE class, we accomplished quite a bit. We practiced another scaled drawing, where each student got a piece of a puzzle and scaled it up on a larger piece of paper. Everyone got much better at this. When we put it together, it pretty much looked like what it was (a bicycle). Then we had two activities running simultaneously: a cardinal direction game, and a room mapping activity. In the cardinal direction game, I handed out a little button compass so we could identify North. Then I had an 8x8 grid on the floor, numbered 1-64. Each student received a clue sheet that told them where to start, and then gave five directions and step numbers. About 75% of the kids ended up in the right square on the first try. The room mapping activity involved using your steps to measure the width and length of the room, and a few of the pieces of furniture in the room, and map it on graph paper. 

Half the class did each activity at a time, and it got hectic. I wasn’t able to help everyone as much as I would have liked, but some of the kids helped each other. That was great. Finally, I introduced the final project: a Fantasy Island! The kids have a sheet with specifications for the island, and they should have a draft on plain paper ready for our next class. They also have two drawings to practice scaling onto a different grid (yes, this is homework). If you’re with them when they do this, please make sure they go square by square, instead of just drawing lines through multiple grid squares without paying attention to their location in each square. Let me know if you have questions about that. I attached a pic of my Fantasy Island example (which will eventually be 3D). The kids do not need to out theirs on graph paper - we will do that during the next class.

Thanks for your attention!

-Sarah B.